To Kill A Mockingbird

Study Questions

• How does Maycomb react to the news of Tom's death?
• Comment on the idea that Tom's death was “typical”?
• Explain the contrast Scout draws between the court where Tom was tried and “the secret courts of men's hearts”. In what way are hearts like courts?
• Why did Jem not want Scout to tell Atticus about Bob Ewell's comment? Was this a wise thing to ask her to do?

Outline of the Week

Monday - Chapters 24-25
Tuesday - Chapters 26-27
Wednesday - Chapters 28-29
Thursday - Chapters 30-31
Friday - REVIEW
Monday - FINAL
Tuesday - No Class
Wednesday - TURN IN BOOKS, GO OVER FINAL, Celebrate

After the Court Case

You need to read chapters 22-23 today and answer the following study questions:

Chapter 22

• Although Atticus did not want his children in court, he defends Jem's right to know what has happened. Explain, in your own words, Atticus's reasons for this. (Look at the speech beginning, “This is their home, sister”.
• Miss Maudie tells Jem that “things are never as bad as they seem”. What reasons does she give for this view?
• Why does Dill say that he will be a clown when he grows up? Do you think he would keep this ambition for long?
• This story is set in the 1930s but was published in 1960. Have attitudes to racism remained the same (in the USA and the UK) or have there been any changes (for the better or worse) since then, in your view?
• Why does Bob Ewell feel so angry with Atticus? Do you think his threat is a real one, and how might he try to “get” Atticus?

Chapter 23

• What do you think of Atticus's reaction to Bob Ewell's challenge? Should he have ignored Bob, retaliated or done something else?
• What is “circumstantial evidence”? What has it got to do with Tom's conviction?
• What does Atticus tell Scout about why the jury took so long to convict Tom?
• Why does Aunt Alexandra accept that the Cunninghams may be good but are not “our kind of folks”? Do you think that people should mix only with others of the same social class? Are class-divisions good or bad for societies?
• At the end of this chapter, Jem forms a new theory about why Boo Radley has never left his house in years. What is this? How likely is it to be true, in your opinion?

The Case - Finished

Today we will read chapter 21.  After we finish the chapter I want you to write an overview summary of the entire court case.  This should be 2-3 paragraphs in length and include all the witnesses and testimonies. 

The Court Case

Today we are going to spend a few minutes recording or summarizing the testimony of Miss Mayella Ewell.  What did she in her testimony about the rape?  Be specific.  How did Atticus question what she stated?  Write a brief profile of Mayella.  What do you know about her.

Spend about 5 minutes recording your thoughts.

We will read chapter 19 and 20 today.  I want you to record Tom Robinson's testimony, and your reaction to it, on your blogs for homework.  How is Tom Robinson like a mockingbird? 

To Kill A Mockingbird

Today we are going to take a quiz on chapters 16-17 and then read chapter 18.

Here are some study questions for chapter 18

• Is Mayella like her father or different from him? In what ways?
• What might be the reason for Mayella's crying in the court?
• How does Mayella react to Atticus's politeness? Is she used to people being polite?
• How well does Mr. Gilmer prove Tom's guilt in the eyes of the reader (you) and in the eyes of the jury? Can you suggest why these might be different?

Chapter 14 and 15

Today we will be reading chapters 14 and 15.  You be required to answer the following questions:

Chapter 14 and 15

• Comment on Atticus's explanation of rape. How suitable is this as an answer to Scout.
• Why does Alexandra think Atticus should dismiss Calpurnia? How does Atticus respond to the suggestion?
• Why is Scout pleased when Jem fights her back? Why is she less pleased when he tells Atticus about Dill?
• What do we learn from Dill's account of his running away?

• What is the “nightmare” that now descends upon the children?
• What was (and is) the Ku Klux Klan? What do you think of Atticus's comments about it?
• How does Jem react when Atticus tells him to go home, and why?
• What persuades the lynching-party to give up their attempt on Tom's life?
• Comment on the way Scout affects events without realizing it at the time.

To Kill A Mockingbird GROUP WORK

In groups you will look at chapter 12 and do the following:

1) List and explain a theme that fits this chapter
2) List all the characters who appear in the chapter
3) Find one symbol
4) briefly summarize what happens in the chapter
5) Act out a scene from the chapter

 You will present these to the class at the end of the period

Questions for chapter 12

• Comment on Jem's and Scout's visit to First Purchase church.
• What new things does Scout learn here about how the black people live?
• What does Scout learn from Calpurnia's account of Zeebo's education?
• Explain why Calpurnia speaks differently in the Finch household, and among her neighbours at church.

HW: Chapter 13

Chapter 11

Today we will read chapter 11 of To Kill A Mockingbird.  I want you to apply the following theme to it: Appearance vs. Reality and Prejudice.

Discussion questions:

• How does Atticus advise Jem to react to Mrs. Dubose's taunts?
• What does Mrs. Dubose say about the children's mother? How does Jem feel about this?
• What request does Mrs. Dubose make of Jem? Is this a fair punishment for his “crime”?
• Explain in your own words what Atticus thinks of insults like “nigger-lover”. How far do you agree with him?
• Why, in Atticus's view, was Mrs. Dubose “a great lady”?
• Atticus says that Mrs. Dubose is a model of real courage rather than “a man with a gun in his hand”. What does he mean? Do you think he is right?
• Chapters ten and eleven are the last two chapters in the first part of the book. Explain why Harper Lee chooses to end the first part here.

HOMEWORK: Read chapter 12. 

Expository Essays DUE!

Turn in your expository essays today. 

We will also be taking a short quiz on Chapter 9 of  To Kill A Mockingbird and reading chapter 10.

Here are some discussion questions for chapter 10.

• Scout says that “Atticus was feeble”. Do you think that this is her view as she tells the story or her view when she was younger? Does she still think this after the events recorded in this chapter?
• In this chapter Atticus tells his children that “it's a sin to kill a mockingbird”. What reason does he give for saying this?
• Why does Heck Tate not want to shoot Tim Johnson?
• Near the end of this chapter Atticus cuts off Heck Tate as he is speaking to Jem. What might Heck have been about to say, and why would Atticus want to stop him from saying it?
• Jem and Scout have different views about telling people at school how well Atticus can shoot. Explain this difference. Which view is closer to your own?

Homework for MONDAY

Read chapter 9 of To Kill A Mockingbird.  Come to class with what you think is the inciting event of the book.

YOUTUBE citiations

For those of you using YouTube as a source - you might check HERE for a link for proper steps to cite the source.  NOTE - Purdue OWL offers the following help on citing YOUTUBE videos:

The MLA does not specifically address how to cite a YouTube video. This has, it appears, led to some confusion as to the best method of for citing YouTube videos in MLA. 
Based on MLA standards for other media formats, we feel that the following format is the most acceptable for citing YouTube videos:
Author’s Name or Poster’s Username. “Title of Image or Video.” Media Type
Text. Name of Website. Name of Website’s Publisher, date of posting. Medium. date retrieved.

Here is an example of what that looks like:

Shimabukuro, Jake. "Ukulele Weeps by Jake Shimabukuro." Online video clip.
YouTube . YouTube, 22 Apr. 2006. Web. 9 Sept. 2010.

To Kill A Mockingbird

Today we will look at the study questions from yesterday and begin chapter 8.  At the end of chapter 8 you need to do the following:

1) Outline the plot so far
2) List one theme and write 2-3 scenes from the book that fit that theme
3) Make a list of people Scout fits
4) Make a list of lessons Scout has learned so far

and answer the following:

• Why does Scout quiz Atticus about his visit to the Radley house? How much does Atticus tell her?
• What is the “near libel” which Jem puts in the front yard? How do Miss Maudie and Atticus react to it?
• Why does Atticus save Miss Maudie's oak rocking chair?
• When Atticus asks Scout about the blanket around her shoulders, what does Jem realize?
• Explain what Atticus means by telling Jem not to let his discovery “inspire ” him to “further glory”? Is there any reason why Jem might now do as his father says?

Monday 4/14/2014

The final draft of your expository essay will be done next Monday!  Trevor you and Denver should turn yours in NOW!

Today will will be looking at chapters 6-7 of To Kill A Mockingbird

Trevor and Denver you need to read through chapter 22 and keep a reading journal listing and explaining one interesting thing per chapter that you found = what it was and what it means in the larger picture: example - the stuff that Jem and Scout find in the knothole could be a symbol for someone (such as Boo) wanting to communicate with them. 

Chapter 6

• Why does Scout disapprove of Jem's and Dill's plan of looking in at one of the Radleys' windows?
• What does Mr. Nathan Radley know about the intruders in his garden? Why does Miss Stephanie refer to a “negro” over whose head Mr. Nathan has fired?
• Why does Dill's explanation of Jem's state of dress almost land him in trouble?

Chapter 7

• When Jem tells Scout about getting his trousers back, he tells her of something strange. What is this?
• Can you find any evidence that Jem is beginning to understand more than Scout about Boo Radley? What do you think this is?
• Does Jem still fear the gifts in the tree? Give reasons for your answer.
• When the children plan to send a letter to the person who leaves the gifts, they are prevented. How does this happen? Who does it, and why might he do so?

TO KILL A MOCKINBIRD chapter 4

Today - you need to turn in your 2nd draft of your essay.  We will talk about what you've found and where you need to go.  Then we will look at chapter 4 of To Kill A Mockingbird

Questions:  What is the point of view?  What type of conflicts do you see?  Do you see any ironies?  What is the meaning of the following names:

Boo Radley
Scout
Dill
Atticus
Calpurnia

• What does Scout think of current fashions in education?
• What superstitions do the children have in connection with the Radley house?
• Why do the children make Boo's story into a game?
• What do they do in this game? Do you think the game is an accurate version of what happens in the Radleys' home?
• What might be the cause of the laughter from inside the house? 

THINGS TO KNOW FOR TEST:  TO KILL A MOCKINGBIRD

1)  Give three examples of the following themes and discuss how your example backs up the theme:

--The Meaning of Duty

--Prejudice and its effects on people

--Appearance vs. Reality

--Moral Education

2)     List and explain three lessons that Scout learns

3)    .Discuss the following symbols and what they represent:

Mockingbirds

The knot-hole in the oak tree

The mad dog

4)    Make a list of all the people Scout fights and why?

5)    Outline the plot (give at least three scenes in the exposition, rising action and falling action

6)    Be able to discuss the mystery of the following characters:

Mr. Raymond

Mrs. Dubose

Calpurnia

Boo Radley

7)    How is Atticus wrong at the end of the book?  Why is this important for both his character and the reader’s perception of the law?

8)    Why doesn’t Heck Tate want Bob Ewell’s death to go to court?

9)    Be able to list at least 3 pairs of dramatic foils and why they are dramatic foils.

10) Be able to discuss what is important about the following characters (what is their role in the book):    

Miss Maudie,

Jack Finch

Tom Robinson

Dill

To Kill A Mockingbird vocabulary

 

1)    Subpoena

2)    Fey

3)    Venerable

4)    Uncouth

5)    Sundry

6)    Begrudge

7)    Elucidate

8)    Acquiescence

9)    Succinct

10) Façade

Conclusions

Objective: Students will be able to write an effective conclusion.

You should be working on your conclusion.  Today, we will be talking about conclusions and looking at a few sources to help you. 

For one view on conclusions go HERE

You can also look at the UNC Writing Center's advice on conclusions by going HERE

Remember, your 2nd draft of your essay is due on FRIDAY.   We will put this on the SmartBoard, and we will look closely at intoductory and concluding paragraphs.

If we finish talking about conclusions in class we will move on to chapter 4 of TO KILL A MOCKINGBIRD.

To Kill A Mockingbird chapter 3

• Who is Calpurnia? What is her place in the Finch household?
• What is Walter Cunningham like? What does his behaviour during lunch suggest about his home life?
• What do you think of the way Atticus treats Walter?
• Does Scout learn anything from Walter's visit? What do you think this is?
• Atticus says that you never really understand a person “until you climb into his skin and walk around in it”. What does this mean? Is it an easy thing for Scout to learn? (In the last chapter of the novel, Scout repeats this, but she changes “skin” to “shoes” - this is probably not a mistake: Harper Lee suggests that Scout cannot clearly recall exactly what Atticus said and when, but the reader can check this!)
• What do you learn in this chapter about the Ewells?

To Kill A Mockingbird chapter 2

Note: the structure of this novel is episodic (told in episodes) because the author, Harper Lee, originally wrote the books as a series of short stories.  Her friend, Truman Capote, helped her revise it into a novel.  Atticus is based on Harper Lee's father.  Dill was based on Truman Capote.  NOTE - Harper revised a short story collection into a novel. Think about this when you start revising your expository essays.  Because it is episodic the incited event will not come until chapter 8.  The first part of this book deals with the mystery of Boo Radley.  Here are some themes to consider as you read:

Prejudice and how it works in society (all types of prejudices can be found in this novel)
Appearance vs. Reality (are things truly as they look?)
The Meaning of Duty (to oneself, to one's family, to one's community and society)

The book is a bildungsroman novel (you should look up the term).  The protagonist is Scout. 

As you read, think about the following questions, then when your done, answer them.  We will discuss them in class:

• Why is Scout so looking forward to starting school?
• Why does Jem not want anything to do with Scout at school? Is his behaviour typical of an older child?
• What do you think of Miss Caroline Fisher as a teacher? Can you find qualities which would make her good or not so good at her job?

Tuesday 2/25

Today, I want you to work on putting together your in-text citations and start on you works cited page.  If you have trouble with this go here (there is also a MLA works cited generator that you can use: go here or here

If you get down with your in-text citations and work cited, pick up a copy of TO KILL A MOCKINGBIRD on my desk and read the first chapter.  Below are questions you will eventually need to answer:

• What do you learn in this chapter about Maycomb, Atticus Finch and his family?
• What do you learn about Dill's character?
• What, briefly, has happened to Arthur “Boo” Radley.
• Why does the Radley place fascinate Scout, Jem and Dill?
• What do you notice about the narrative voice and viewpoint in the novel?

MLA FORMAT

For MLA format go HERE

Essays

We are going to look at some National Orations and discuss the INTRODUCTORY PARAGRAPH. 

Remember the introductory paragraph should have 1) a HOOK; 2) a Thesis Statement (with connecting sentences in-between); 3) an order of development. 

Listen closely.  We you have this down we'll look at conclusions.  What does a good conclusion do?

1) Restates the topic and sums up what has been said. 2) It returns to the hook in a new and interesting way.  3) It leaves the reader/listener with something new to ponder.


If we get through both of these things we'll look at MURRAY'S FEEDBACK - where you'll listen to peer essays and give some feedback notes. 

Expository Essays

Today - you need to work on your introductory paragraphs of your essay.  Make sure you have a thesis statement written by the end of class.  I will check this tomorrow. 

Expository Essays

Expository Essay:

An expository essay is an essay that informs or explains something to the reader.  You could explain how snow forms or compare the culture of two different cities.  You could inform the reader about religious practices, or how a nuclear reactor works.  The essay needs to be 3-5 pages in length (double-spaced) on a topic of the author’s choice (the teacher will need to approve it).  The essay must have a hook, a thesis statement, and a conclusion.  Further, it will go through three drafts, which will include teacher and peer reviews. 

Strategies:  Suggested strategies include using specific examples to reinforce ideas, concrete details, comparisons and contrasts, research and analyzing ideas. 

The writer will be required to turn in a prewrite before beginning the actual essay.

Draft 1 will be due March 20^th. 

This essay will be presented orally to the class.

Some links - for help: go here for steps to write an expository

or here for a basic overview

Topic ideas go here

 Expository Essay Rubric

	Thesis	Organization	Evidence (Concrete Details)	Analysis (Commentary)	Style/Audience	Conventions
5	The thesis statement is clear, well-developed and relevant to the topic.	Transitions within and between paragraphs flow smoothly.	There are four well chosen, concrete details from the text in each paragraph.  **The concrete details support the thesis.	All commentary synthesizes concrete details and supports the thesis statement.**	The style is engaging and effective.	The essay contains few if any errors in the conventions* of the English language.  (Errors are generally first-draft in nature.)
4	The thesis statement is clear and relevant to the topic.	The structure within paragraphs is clear and easy to follow.	There are four concrete details from the text in each paragraph.  The concrete details support the thesis.	All commentary explains concrete details and supports the thesis statement.	The style is appropriate for an academic paper.	The essay contain some errors in the conventions* of the English language.  (Errors do not interfere with the reader’s understanding of the essay.)
3	The thesis statement is somewhat relevant to the topic and/or somewhat clear.	There are clear introduction, body, and conclusion paragraphs.	There are two to three concrete details from the text. AND/OR Some concrete details from the text support the thesis.	Some or most commentary explains the concrete details and supports the thesis statement. AND/OR Commentary re-states concrete detail.	The style is sometimes appropriate for an academic paper.	The essay contains several errors in the conventions* of the English language.  (Errors may interfere with the reader’s understanding of the essay.)
2	The thesis statement is not clear.	The essay is missing an introduction, body or concluding paragraph.	There are some concrete details.	Some or all commentary is unclear or irrelevant and does not support the thesis statement.	The style is rarely appropriate for an academic paper.	The essay contains serious errors in the conventions* of the English language.  (Errors interfere with the reader’s understanding of the essay.)
1	The thesis statement is missing or off topic.	There is no organization to the essay.	There are no concrete details.	The writer does not include commentary.	The style is never appropriate for an academic paper.	The paper is incomprehensible because of the number of convention* errors.

Class work for Monday

Study vocabulary words for tomorrow's quiz

Act V Review

Today we will review Act V by playing Jeopardy.

Class Work

Read Act 5 - and write 1-sentence headline for each scene!

Act 4 Presentations

Today, we will see your presentations of R&J Act 4.

After the presentations, your group will be outlining what happened in Act 4 and posting these to your blog.

Homework for next week: Read Act 5 and write a 1-sentence headline for each scene (note - there are very few scenes in Act 5).

New Vocabulary

1)    Ambuscades:

2)    Canker:

3)    Pernicious:

4)    Grievance:

5)    Vex:

6)    Transgression:

7)    Augmenting:

8)    Heretics:

9)    Profane:

10) Propagate

Romeo and Juliet ACT IV presentations

 

GROUP ASSIGNMENTS: 50 points

Each group will be given a scene.  The group will have to translate the entire scene into contemporary English.  The group will have to summarize what happens in the scene for the class and then act out the scene (either in their translated version or Shakespeare’s words) for the class with emotion, blocking, subtext.

Grade:

20 for a full and accurate translation of scene

            --things you could get docked for include: cutting lines or speeches, or characters

               mistranslations (make sure you look closely at the text and look up words you

               do not understand), bad writing: misspelled words, inappropriate words, etc.

10 points for summarization

            --make sure the summarization is loud, clear, and completely discusses everything

               that happens in the scene

20 points for acting

            --make sure all characters in the scene are represented.  make sure the characters

               have blocking (movement) and that their lines have emotion (do not just read

               the lines in a monotone voice whose subtext says “I AM BORED I AM A BORING PERSON I AM VERY BORED BECAUSE I HAVE NO IMAGINATION I AM BORED I SHOULD HAVE NEVER COME TO SCHOOL I SHOULD DROP OUT MR FIELDING IS MEAN I AM BORED”

You will be graded in this category on: 1) character roles  2) blocking/movement  3) subtext/ emotion  4) How accurately the acting depicts the scene

Each group should have:

1)    Leader/Director

2)    Recorder

3)    Presenter of summary

4)    Lead Actor(s)

No group should have more than four people

The leader/director is responsible for making sure the group stays on task and should help plan/map out scene.

Recorder should record translations and summary

Presenter will have to present findings to class (this person should be a good speaker and loud)

The lead actor should take on the major role in the scene.

GROUP ACTING

5= excellent   4= good 3 = adequate  2= needs some work  1 = needs a lot of work

Summary:  How well do the group summarize the scene?  Did the summary help you understand what was going on?

5                      4                                  3                                  2                      1

Lines (groups had to translate the lines into modern English):  Did understand the contemporary lines?  Did it sound like how someone would talk today?

5                      4                                  3                                  2                      1

Vocal:  Was everyone in the group loud enough.  Could you hear them without straining?

5                      4                                  3                                  2                      1

ACTING:

Emotion in voice:  Did the actors vary their pitch?  Could you hear different emotions?  Could you understand what feeling the actor was trying to present?

5                      4                                  3                                  2                      1

Blocking/Movement:  Did the blocking/movement add to the scene or did it take away from the scene?  Did the movement make sense?  Could you visualize what the characters were doing?

5                      4                                  3                                  2                      1

Things you can give extra points for:  dressing-up (do you actors look like they dressed up for their scene?  Props (did the actors use props to help you visualize the scene)?

5                      4                                  3                                  2                      1

Romeo - ACT III

Objective: Students will be able to explain the meaning of the Lark and Nightingale metaphors/symbols in Act III.









Today we will discuss the Lark and the Nightingale symbols; why Lord Capulet decides to marry Juliet to Paris; why the nurse tells Juliet to marry Paris (and how this reinforces a dramatic foil).

Your group will then outline everything that happened in Act III.
Then - in groups - you will write a 2-3 sentences about the meaning of the Lark and Nightingale and how this relates to Romeo and Juliet.

Romeo and Juliet ACT III

Objective: Students will be able to explain the meaning of the Lark and Nightingale metaphors/symbols in Act III, and write a headline summary for each scene.

Today we will finishes reading ACT III of R&J and discuss the meaning of the Lark and Nightingale, and the reason Lord Capulet wants Juliet to marry Paris. 

Then - in groups - you will write a 2-3 sentences about the meaning of the Lark and Nightingale and how this relates to Romeo and Juliet. 

HOMEWORK: Write 1-sentence HEADLINE summaries of each scene in Act III. 

Romeo and Juliet ACT II

Today, we will finish with the presentations on Act II, and then take notes on different types of metaphor and personification. 

Tomorrow, we will play JEOPARDY review on ACT II.  Monday there will be a quiz on Act I and Act II.  Make sure you study.

Work for the week of 1/27-2/4

You will be reading Romeo and Juliet in your groups and then creating or recreating a dramatic interpretation of it.  Remember the interpretation must be in your own words (not Shakespeare's)

Those in Skagway will be doing a puppet show of act II.   Those of you on the trip will be creating a Readers Theatre Interpretation.

No script should be the same.  Do not leave out any important details. 

Queen of Mab

Queen of Mab Assignment: 30 points 

DUE: Monday

1)   On a sheet of paper draw the images from Mercutio’s QUEEN OF MAB speech.  I want you to look closer at who the QUEEN OF MAB is and what she looks like and then I want you to look at the various dreams she brings different people.  Draw a picture of Queen Mab bringing a sleeping person a dream.  Next, print the lines from the poem that you are representing in your dream below your picture.

2)   Grade:

15 points for the depiction of Queen of Mab, her coach and her coachman.

10 points for the depiction of a sleeping person and the dream the dream the Queen of Mab brings.

5 points for the text of the poem that you are representing printed at the bottom or top of the paper.

3) Put your name on the paper

R&J

Today, we are going to go over your HEADLINES for each scene in Act 1, and then give you about 20 minutes to finish your scripts from yesterday.  Finally, we will look at POETRY OUTLOUD.

For the Poetry Out Loud website go HERE

R&J Review

Today we will review Act I.

First WOD (words of the day), and then

Montagues - rewrite scenes 1 and 2 as a commentary to a football or basketball game.

Capulets - rewrite scenes 3 and 4 like a horror movie (maybe a zombie movie)

Prince - rewrite scene 5 as a game show.

All scenes must contain the essential information (what happened) in the scene.  But be creative in your rewritten (but don't add things that change the plot). 

We will see these at the end of class.  Tomorrow we start with POETRY OUT LOUD

Act I

Today, we need to finish Act I and then outline all the characters that appear in Act I will a brief description.

First, we need to start with the words of the day. 

English Sonnets

Elements of a Sonnet
1) 14 lines
2) 10 syllables per line (iambic pentameter- unstress stress)
3) Rhyme Scheme: abab cdcd efef gg
4) 3 Quatrains and a Couplet (this refers to idea, examples and conclusion)

18
Shall I compare thee to a summer's day?
Thou art more lovely and more temperate:
Rough winds do shake the darling buds of May,
And summer's lease hath all too short a date:
Sometime too hot the eye of heaven shines,
And often is his gold complexion dimmed,
And every fair from fair sometime declines,
By chance, or nature's changing course untrimmed:
But thy eternal summer shall not fade,
Nor lose possession of that fair thou ow'st,
Nor shall death brag thou wand'rest in his shade,
When in eternal lines to time thou grow'st,
So long as men can breathe or eyes can see,
So long lives this, and this gives life to thee.

116
Let me not to the marriage of true minds
Admit impediments, love is not love
Which alters when it alteration finds,
Or bends with the remover to remove.
O no, it is an ever-fixed mark
That looks on tempests and is never shaken;
It is the star to every wand'ring bark,
Whose worth's unknown, although his height be taken.
Love's not Time's fool, though rosy lips and cheeks
Within his bending sickle's compass come,
Love alters not with his brief hours and weeks,
But bears it out even to the edge of doom:
If this be error and upon me proved,
I never writ, nor no man ever loved.

130
My mistress' eyes are nothing like the sun,
Coral is far more red, than her lips red,
If snow be white, why then her breasts are dun:
If hairs be wires, black wires grow on her head:
I have seen roses damasked, red and white,
But no such roses see I in her cheeks,
And in some perfumes is there more delight,
Than in the breath that from my mistress reeks.
I love to hear her speak, yet well I know,
That music hath a far more pleasing sound:
I grant I never saw a goddess go,
My mistress when she walks treads on the ground.
And yet by heaven I think my love as rare,
As any she belied with false compare.

THREE THINGS THE PROLOGUE DOES

1) Gives you the setting
2) Introduces the characters and outlines the plot
3) Ask the audience to pay attention



Oxymoron:

Two words with opposite meanig put together to describe something

Examples: bawling love, loving hate, cold fire, sick health